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YL Material Design & Development. Week 4 Sample Lesson 1 & Processing YL’s Halliwell & Paul. Housekeeping: Name Cards. Name: _________________ English Nickname: _________. Email address: ______________ Phone #: __________________. Your Picture.

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YL Material Design & Development

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YL Material Design & Development

Week 4

Sample Lesson 1 & Processing

YL’s Halliwell & Paul

Housekeeping:Name Cards

Name: _________________

English Nickname: _________

Email address: ______________

Phone #: __________________

Your Picture

Something about your self:_________


Homework for Next Week

  • Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4” p. 178 (Qs) pp. 179-187 (reading)

    Reflection on Homework

  • Discuss in small groups or with a partner:

    • Describe the 5th or 6th stages in the active learning cycle. What happens in each stage?

    • How are thinking and learning related? Why do we want to make our Ss think? Who initiates the learning when Ss are thinking?

    • Why is personal involvement important How does it help Ss learning?

Sample Lesson #1

  • Please pretend that you are second grade, low-intermediate/intermediate level middle school students.

  • As you participate in this lesson, please try to take mental note of:

    • the different features of materials that are used in the lesson.

    • how it illustrates the basic principles of lesson planning.

Sample Lesson 1

Let’s Talk about People

Ais ___ than B.





A: Is A ___ than B?

B: Yes, A is ___ than B.

No, B is ___ than A . // No, A isn’t ___ than B.





Is Bibetter than SG Wanna Be?

No, Bi isn’t better than SG Wanna Be.

A: Is A ____ than B ?

B: Yes, A is ____ than B .

No, B is ____ than A .

No, A isn’t ____ than B .

Processing The Lesson

  • What are the productive skills? What are the receptive skills? What skill was taught in this lesson?

  • How was Ss prior knowledge assessed?

  • What were the materials I used in this lesson? Make a list?

  • What role did those materials play? How did they help Ss learning?

  • How does the lesson and/or materials conform/differ from Tomlinson’s recommendations for good materials?

Materials Used in Sample Lesson 1

  • laminated pictures on walls

  • additional pictures on desk

  • White board

  • PowerPoint

  • Students

  • The monkey

  • worksheets and handouts

  • Teacher Re-grouping at end of lesson

  • Graphic Organizer (chart on WB)

Features of Good Materials in Lesson 1

1. Impact

2. Puts Ss at ease

3. Develops confidence

4. Relevant and useful because Ss talk about famous people they care about

5. Self-Investment & discovery (puzzle game)

8. Communicative purpose (survey)

11. Learning styles (visual and kinesthetic learners accommodated)

13. Silent period

15. Not too much controlled practice

16. Outcome feedback

Discussing Halliwell

  • Can you think of examples of how children are good at the following:

    • Interpreting meaning

    • Using language creatively

    • Learning indirectly

    • Having fun

    • Imagination

    • No fear of talking/Desire for interaction

Discussing Halliwell

  • The implications:

    • Use gestures facial expressions and actions to help convey your meaning

    • Allow Ss to guess and play creatively with the language and guide their guessing to help them find the correct expression indirectly

    • Use games and fun activities

    • Allow Ss to use their imaginations to create something new with the language they are learning

    • Let Ss talk; give them opportunities to choose what they will talk about

Discussing Halliwell

  • What does Halliwell believe teachers should base their teaching approaches on?

  • The author talks about content and attitude goals; what are content and attitude goals and why does the author say attitude goals are to prioritized?

Discussing Haliwell

  • Summarize the following in your groups

    • Special nature of language

    • Checking understanding

    • Treating Mistakes

    • Real exchanges

    • Teaching in the target language (TL)

The author says “in a child-centered lesson the children are active learners exploring the world of English.” Discuss the following questions with a partner:

What does an active learner do?

What is the teacher’s role in this type of


What do you think you would see in the classroom?

As I read the story, see if you can hear these stages (make notes to discuss later with the class):








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